Voluntary rights and statutory wrongs: the case of child migration, 1948-67

Between the years 1918 and 1953 a remarkable and sustained experiment in education occurred at an unremarkable village elementary school mid‐way between Manchester and Bolton in Lancashire, England. Prestolee School at the heart of the industrial mill town of Kearsley was transformed by the head teacher, Edward Frances O’Neill (1890–1975). O’Neill’s experiment to educate within an atmosphere of freedom is re‐examined in this article in the light of an archive of materials which were originally collected by the celebrated mathematics educator, W. W. Sawyer. This archive of photographs, letters, memos and children’s work has been explored alongside records of school inspections and other formal records of the school and its head teacher during these years.     

加强英语“视听说”教学 提高农村英语师资水平

目前,我国农村中小学英语教学还存在诸多问题,如师资力量薄弱、忽视“视听说”教学、教学设备落后等。解决这些问题的有效办法之一,是在高师院校英语教学中,开展“视听说”教学,努力培养学生的综合应用能力和口语表达能力,提高学生的教学能力、先进教学设备的操作技能以及多媒体课件的制作技能等,为农村培养现代化、高水平的英语师资队伍。     

‘Doing’ gender in a rural Scottish secondary school: an ethnographic study of classroom interactions

This article draws on data from an ethnographic case study that examined how pupils’ gendered identities are constructed in one rural secondary school in Scotland. We utilise the work of Michel Foucault and Judith Butler to provide theoretical insight into how and why pupils take up particular gendered positions in school, focusing on the influence of teacher–pupil interactions. The findings suggest that some teachers reinforce traditional constructs of masculinities and femininities, and fail to disrupt boys’ views of girls as objects of desire. Teachers are also seen to reinforce gender stereotypes in their understandings of the rural landscape as an exclusive site for constructing masculine identities. We claim that this potentially limits pupils’ educational experiences. We conclude by suggesting that there is a need for teachers to develop deeper, more sophisticated understandings of gender, an area currently neglected in Scottish educational policy and teacher education programmes.     

农村中学教师心理问题存在的原因及对策

社会环境的变化、学校内部环境以及农村中学教师自身因素是农村中学教师心理问题存在的主要原因,人才培养模式和教师评价体系的转变以及教师自我调适是应对农村中学教师心理问题的主要策略。只有社会各方面共同努力,才能彻底解决农村中学教师的心理问题。     

Local amenities,unobserved quality,and market clearing: Adjusting teacher compensation to provide equal education opportunities

Local school districts differ in their ability to pay for teacher quality, and in the amenities they offer as places to live and work. Market clearing with heterogeneous quality yields geographically varying teacher salary levels that confound scarcity with unobserved differences in quality. The paper discusses identification and estimation of a model of quality-adjusted teacher salaries in local markets with unobserved market-clearing prices. Exogenous variables in the model include community and district characteristics, job characteristics and working conditions, and individual characteristics. We apply the model to estimate the relative cost of providing comparably qualified teachers for urban and rural public schools in the state of Alaska, which has high geographic variation in amenities and local financial resources. The quality-adjusted geographic salary differentials implied by the results suggest much larger compensation differentials for isolated rural schools than most of these school districts can afford under current levels of state support.     

二十世纪美国农村学校教师培训浅探

文章包括20世纪美国农村教育面临的困境、美国高校对农村学校教师培训的作用、给我国高等教育的建议三个部分。第一部分描述了美国农村教育面临的困境,不仅包括课程重负、多重准备、课程外责任等,而且还包括地理的偏僻和地区问题,例如小团体和方言。第二部分展示美国高校如何向农村学校提供所需的介入。第三部分给我国高等教育的建议,讨论高校角色的扩大,强调高校深入农村地区直接与之合作,与农村教育者保持持续联系的必要性。     

The Unseen Digital Divide: Urban,Suburban, and Rural Teacher Use and Perceptions of Web-Based Classroom Technologies

This quantitative study investigated the differences in perceptions and attitudes toward technology integration of K-12 public school teachers in rural, suburban, and urban environments. The purpose was to examine the relationship between frequency of use and perception of effectiveness of web-based learning tools based upon the type of school setting. A survey of 2,200 school teachers in a Mid-Atlantic state revealed significant differences of usage and perceived effectiveness among respondents. The research found teachers from urban schools trailed rural and suburban schools in usage and perception. Suburban schools indicated the highest perceptions of technology effectiveness, followed by their rural peers. Current teachers, administrators, and teacher educators may benefit from this insight to identify the most effective technologies, as well as work focus on improved use of technology, particularly in the urban classroom.     

Similar work,different pay? Private school teacher working conditions in India

As the private education sector grows across the globe, private providers by extension are becoming significant employers of teachers. In India, more than 3 million teachers are employed in the private sector, contributing to meeting the rapidly expanding educational demands and learning needs of children. Teacher working conditions are crucial to ensure teacher retention and success within the education system. We use the 2011–2012, nationally representative employment data from India, to investigate private teacher working conditions. We conduct a series of regression analysis to account for the differences in demographic attributes of public and private teachers, differences in rural and urban growth of private schools and cross-state variations. We find that, compared to public school teachers, private school teachers experience less favorable monetary and non-monetary working conditions including less access to paid leaves, pension and health care. They also experience lower job security in terms of the existence of a contract and the length of contract period. Private school teachers also have a lower access to teacher unions and thus weaker collective bargaining to negotiate their working conditions. Private teachers are more frequently likely to seek additional work and alternate work. Some noteworthy differences in teacher demographics in rural and urban areas (urban teachers are more likely to be female, somewhat older, and more educated) notwithstanding, these patterns of public-private teacher working conditions are consistent across rural and urban location. We conclude with reflections on potential explanations for these results and suggest steps for future research.     

成都市学校委托管理研究*--以茶店子小学与十方堂小学为例

跨区域学校委托管理是成都市实施城乡教育统筹发展、城乡教育一体化的重要形式,这种办学制度的转变以实现优质教育资源满覆盖为目标。在结成的学校委托管理中金牛区茶店子小学和邛崃市十方堂小学就是典型模式之一,通过规划引领、师资结对、学生发展、文化打造等发展策略与途径的转变,学校发展取得了明显成效。     

Tracing variations within ‘rural habitus’: an explanation of why young men stay or leave isolated rural towns in southwest Queensland

An explanation is presented about what keeps young men in isolated rural areas. The purpose is to contribute a concrete analysis of habitus as used in educational research. Inadequacies in application of the term are demonstrated in research conducted on school and work by the author in a rural town. An analysis of changes from labour‐intensive work on grazing properties and practices of kangaroo and pig hunting are linked to a form of capital to demonstrate proof of a man's ability as a good worker. A form of ‘rural habitus’ is illustrated in an interview with a young man about to enter the workforce. It is argued that dispositions to working on rural properties and in the bush have become enduring forms of capital. They are resistant to school capital and the means through which young men prove their worth as adults in changing rural labour markets.     

实习支教,置换培训：一种双赢的教师教育模式

师范生实习支教,置换教师培训是通过组织高师院校师范生到农村中小学进行教育实习,在一定时期内顶替现职农村学校教师的岗位,被置换出的农村教师参加由高师院校组织的短期脱产培训。这是一种双赢的教学和培训模式,它有效提高了师范生的教学技能,切实解决农村教师队伍素质不高这一制约农村基础教育发展的根本问题。文章从当前教育实习和教师培训中存在的问题入手,讨论＂实习支教,置换培训＂的实践价值并对其有效实施提出了相关的建议。     

陇南市村镇小学教师心理健康问题的成因及对策研究

农村中小学教师的心理健康问题日益受到关注和重视,为了了解我市村镇小学教师心理健康的基本状况,特对我市205名村镇小学教师进行了测验调查。调查结果发现,我市有超过三成的村镇小学教师存在不同程度的心理健康问题。究其原因,包括社会和个人两方面因素。据此提出了相应的建议和对策,以期改善和提高村镇小学教师的心理健康水平。     

Factors shaping the HIV-competence of two primary schools in rural Zimbabwe

We present multi-method case studies of two Zimbabwean primary schools – one rural and one small-town. The rural school scored higher than the small-town school on measures of child well-being and school attendance by HIV-affected children. The small-town school had superior facilities, more teachers with higher morale, more specialist HIV/AIDS activities, and an explicit religious ethos. The relatively impoverished rural school was located in a more cohesive community with a more critically conscious, dynamic and networking headmaster. The current emphasis on HIV/AIDS-related teacher training and specialist school-based activities should be supplemented with greater attention to impacts of school leadership and the nature of the school-community interface on the HIV-competence of schools.     

Shyness-sensitivity and unsociability in rural Chinese children: relations with social, school, and psychological adjustment

The purpose of this study was to examine how shyness-sensitivity and unsociability were associated with social, school, and psychological adjustment in rural Chinese children. Participants were third- to fifth-grade students (N = 820; M age = 10 years) in rural schools in P. R. China. Data on shyness-sensitivity, unsociability, and adjustment were obtained from multiple sources including peer assessments, sociometric nominations, teacher ratings, self-reports, and school records. It was found that unsociability was associated with social, school, and psychological problems, whereas shyness was generally associated with indexes of adjustment such as social status, teacher-rated competence, and academic achievement. The results indicate that rural Chinese context may play an important role in defining the functional meanings of children's social behaviors.     

我国乡村教师十年培训的问题审视与破解路径

乡村教师培训已经成为我国中小学教师培训的重点。从宏观和微观层面对我国乡村教师十年培训存在的问题进行重新审视。宏观层面主要对乡村教师培训项目四类参与主体进行问题检视;微观层面的问题主要是不少乡村教师培训"精准"不足,没有确实做到"按需施训"。针对存在的问题,提出以下的破解路径:培训规划单位要科学合理创新设置乡村教师培训项目,相关部门要严把"入口关"精准遴选参训乡村教师,培训承办单位要加强乡村教师培训质量的监控、反馈和整改,培训项目团队要依据培训课程指导标准落实"按需施训"。     

Dorothy's Wars: school leadership during the Birmingham Blitz

This essay examines the school leadership experiences of an infant school head teacher in Birmingham, England, during the Second World War. Drawing on the letters of Dorothy Walker, the essay offers insights into school leadership wartime deprivations. The impact of an international war on the home front was not head teacher Dorothy Walker's only challenge. As the youngest and one of the few women head teachers in Birmingham, Dorothy Walker struggled with the traditional masculine hierarchy of the local educational system and with traditional social and familial gender roles. Dorothy Walker also battled with a traditional educational school culture as she promoted progressive educational practices. These three challenges – the war, gender relations, and progressivism – are referred to as ‘Dorothy's Wars’, or the battles that she faced as a woman school leader in Birmingham during the early years of the Second World War.     

新的乡村“文化网络”下的文学环境——以山东省X镇的初中生为调查对象

论文以山东省X镇的初中生为调查对象，围绕着家庭、学校和社会三个方面考察了他们所置身的文学环境的现状，发现它所表现出来的变化是在新的乡村“文化网络”下发生的，后者通过大幅缩小该镇青少年社会交往范围而促使前者不断恶化。X镇在中国农村乡镇中具有一定的代表性，在类似它这样的文学环境中长大的青年人，当成为文学的读者或作者后，将会影响到文学的创作与批评。从这个意义上说，“x镇”实际上是影响今后“中国文学”的一个重要因素。     

Oral History,American Teachers and a Social History of Schooling: an emerging agenda

This study provides an overview of how oral history has enriched twentieth century American educational history. Hopefully it will provide a framework to analyse the historical and social context of schooling in other settings. First, it focuses on teachers’ lives, stressing the primary role of gender in ‘selecting’ teaching as an occupation, and briefly examines the impact of teacher training. Second, it relates classroom experiences, such as daily routines, ideological conformity, racial segregation and scientific management, through instructors’ eyes in an effort to reconstruct teacher and classroom culture. Third, it touches on how teachers’ lives and work intersected, revealing the complex experiences and conflicts of female instructors. This study relies on a synthetic approach and taps urban, small town and rural experiences through a comprehensive oral history review—by no means exhaustive but certainly illustrative. It couples this with some original research. Finally, in an attempt to convey a social history of American schooling, this analysis, as much as possible, allows teachers to speak for themselves.     

中部地区师范院校教师教育实习模式的新理念

中部地区师范院校面临着两大重要挑战:一是教师教育专业化改革;二是为(农村)地区发展服务。应对两大挑战,中部地区师范院校可以教师教育实习为突破口,以农村中小学为实习基地,建立教师教育网络,提高教师培养质量,促进农村经济社会发展。     

农村教师专业发展:中国教师教育研究新动向

中国目前有中小学教师1000多万人,其中80%多在县镇以下农村地区任教;广大农村教师支撑着中国教育的大半壁江山。直面这个十分重要而又独特的教师群体,近年来中国学界对农村教师教育及其专业发展问题逐日关注,呈现出一些值得透视的研究新动向,主要是:农村教师专业发展概念的提出与诠释;聚焦农村教师专业发展面临的问题与挑战,如农村地区"教师教育边缘化"问题;促进农村教师专业发展的对策与建议,旨在构建人民满意的农村教师队伍,提高农村教育质量。